Local authority approaches to supporting school improvement: Conclusion

Local authorities in Scotland play a crucial role in supporting schools to deliver high-quality education, ensuring that all children and young people can achieve their potential. This thematic inspection has highlighted both the strengths and challenges in how local authorities fulfil this role, particularly through self-evaluation, improvement planning, quality assurance, and professional learning.

Across the country, most local authorities have established clear frameworks and processes embedded within strategic quality improvement plans. These frameworks are often underpinned by strong leadership, robust data use, and a commitment to continuous improvement. While most authorities have established frameworks and processes to support schools, there remains room for improvement in areas such as the consistency of support across schools, the effectiveness of school performance monitoring, and the evaluation of professional learning programmes.

Collaborative practices are a notable strength, with positive relationships between central officers and school leaders fostering a culture of mutual trust, professional learning, and shared accountability. Innovative approaches, such as digital reporting and hybrid stakeholder engagement, have also expanded the reach and effectiveness of local improvement efforts.

Given the often-limited resources available to local authorities, it is critical that support is prioritised for those schools with the greatest need. This requires a careful balance - ensuring strong, universal provision for all schools while also directing targeted support where it will have the most impact.

Leadership development remains a key area for focus. While many local authorities offer well-structured leadership programmes, there is a need to strengthen pathways for middle leaders, particularly in secondary schools. Central officers play a crucial role in driving improvement, and their professional development should reflect this responsibility, to ensure consistency in the quality of support and challenge provided to schools.

Fiscal constraints and the geographical challenges faced by rural and island authorities present significant barriers to the consistent delivery of support. Financial pressures affect not only the capacity of central teams but also the ability to provide in-person support to more remote schools. These challenges highlight the need for flexible, innovative solutions that ensure equity of access to high-quality support for all schools.

Variability persists in the consistency and quality of universal support provided to schools, both within and across local authorities. This extends to the effectiveness of self-evaluation processes, particularly in the secondary sector, where strategic improvements in learning, teaching, and attainment are less evident compared to the primary sector. A recurring theme throughout this inspection is the importance of self-evaluation as a driver for improvement. Where self-evaluation is rigorous and embedded in practice, it leads to a clear understanding of strengths and areas for development, informing targeted action that improves outcomes for learners. The use of data to inform decision-making is inconsistent, with some authorities demonstrating strong practices while others require further development to ensure data-driven improvement planning.

Despite the challenges, local authorities remain committed to improving the quality of education for all learners. By building on existing strengths, addressing areas for improvement, and fostering a culture of continuous reflection, strong leadership, and collaborative practice, local authorities can help schools to overcome challenges and ensure that all children and young people access to high-quality education.